为了更好地了解高校考研学生群体的心理状态,有针对性地做好研考生的心理健康教育和引导工作,本文采用正性情绪分量表、抑郁–焦虑–压力量表、一般自我效能感量表、认知灵活性量表对曲阜师范大学的409名研考生进行了抽样问卷调查,分析...为了更好地了解高校考研学生群体的心理状态,有针对性地做好研考生的心理健康教育和引导工作,本文采用正性情绪分量表、抑郁–焦虑–压力量表、一般自我效能感量表、认知灵活性量表对曲阜师范大学的409名研考生进行了抽样问卷调查,分析研考生的心理状态及影响因素。结果表明,82.2%研考生的正性情绪的得分处于较好水平,7.1%的学生有压力体验,22.7%的学生有焦虑体验,16.6%的学生有抑郁体验。心理健康指标与自我效能感和认知灵活性各变量之间均显著相关,男性压力、自我效能感和认知可选择性得分均显著高于女性。以性别、学科门类、自我效能感、认知灵活性四个变量构建的回归方程,可以显著解释正性情绪32.5%的变异,可以显著解释压力18.5%的变异,可以显著解释焦虑24.7%的变异,可以显著解释抑郁24.1%的变异。自我效能感和认知灵活性显著正向预测正性情绪,显著负向预测压力、焦虑和抑郁。由此可见,高校研考生的心理健康水平处于相对稳定状态,但仍显现出压力、焦虑和抑郁情绪,心理状态存在性别、学科门类的群体特异性,自我效能感和认知灵活性是影响研考生心理状态的主要因素。正基于此,为从营造积极的舆论环境、消解不良情绪,注重精准施策、培养心理承受力,提高自我效能感、加强行动掌控力,强化认知灵活性、提升心理调适力四个方面做好研考生心理健康教育工作提供了较为充分的依据。For better understanding the psychological state of postgraduate candidates in college to provide targeted psychological education and guidance, this article conducted a sampling questionnaire survey of 409 postgraduate candidates at Qufu Normal University using the Positive Emotion Scale, Depression Anxiety Stress Scale (DASS), General Self-Efficacy Scale (GSES), and Cognitive Flexibility Inventory (CFI) to analyze their psychological state and prediction of regression factors. The results showed following conclusions. 82.2% of graduate students scored well in positive emotions, 7.1% of students have experienced stress, 22.7% have experienced anxiety, and 16.6% have experienced depression. Psychological health indicators are significantly correlated with variables such as self-efficacy and cognitive flexibility. Male stress, self-efficacy, and cognitive selectivity scores are significantly higher than those of females. The regression equation constructed with four variables: gender, subject category, self-efficacy, and cognitive flexibility can significantly explain 32.5% of the variation in positive emotions, 18.5% of the variation in stress, 24.7% of the variation in anxiety, and 24.1% of the variation in depression. Self efficacy and cognitive flexibility significantly positively predict positive emotions, and significantly negatively predict stress, anxiety, and depression. It can be seen that the mental health level of college graduate students is relatively stable. It can be seen that the mental health level of postgraduate candidates in college is relatively stable, but they still show symptoms of stress, anxiety, and depression. Psychological states exhibit group specificity based on gender and disciplinary categories. Self-efficacy and cognitive flexibility are the main factors affecting the psychological state of postgraduate candidates in college. Based on this, it provides a relatively sufficient basis for promoting psychological health education for postgraduate candidates in college from four aspects: creating a positive public opinion environment to resolve the negative emotions, focusing on precise policy implementation to cultivate the psychological resilience, improving self-efficacy to strengthen the action control of graduate students, enhancing cognitive flexibility to improve the psychological adjustment ability.展开更多
本研究探讨以大语言模型(large language models,LLMs)为代表的生成式人工智能在外语专业教学中的应用。研究以《大学思辨英语教程·精读》教学为例,考察生成式人工智能的普及应用对教学内容和教学模式产生的影响;研究还通过典型案...本研究探讨以大语言模型(large language models,LLMs)为代表的生成式人工智能在外语专业教学中的应用。研究以《大学思辨英语教程·精读》教学为例,考察生成式人工智能的普及应用对教学内容和教学模式产生的影响;研究还通过典型案例,展示LLMs在教学中的应用场景,探讨其潜在应用价值。研究认为,大语言模型作为教师和学生之外的智能实体参与外语教学,正潜在地改变着教育格局。外语教育需要与时俱进,建构多种智能技术支持的新型教育框架。展开更多
文摘为了更好地了解高校考研学生群体的心理状态,有针对性地做好研考生的心理健康教育和引导工作,本文采用正性情绪分量表、抑郁–焦虑–压力量表、一般自我效能感量表、认知灵活性量表对曲阜师范大学的409名研考生进行了抽样问卷调查,分析研考生的心理状态及影响因素。结果表明,82.2%研考生的正性情绪的得分处于较好水平,7.1%的学生有压力体验,22.7%的学生有焦虑体验,16.6%的学生有抑郁体验。心理健康指标与自我效能感和认知灵活性各变量之间均显著相关,男性压力、自我效能感和认知可选择性得分均显著高于女性。以性别、学科门类、自我效能感、认知灵活性四个变量构建的回归方程,可以显著解释正性情绪32.5%的变异,可以显著解释压力18.5%的变异,可以显著解释焦虑24.7%的变异,可以显著解释抑郁24.1%的变异。自我效能感和认知灵活性显著正向预测正性情绪,显著负向预测压力、焦虑和抑郁。由此可见,高校研考生的心理健康水平处于相对稳定状态,但仍显现出压力、焦虑和抑郁情绪,心理状态存在性别、学科门类的群体特异性,自我效能感和认知灵活性是影响研考生心理状态的主要因素。正基于此,为从营造积极的舆论环境、消解不良情绪,注重精准施策、培养心理承受力,提高自我效能感、加强行动掌控力,强化认知灵活性、提升心理调适力四个方面做好研考生心理健康教育工作提供了较为充分的依据。For better understanding the psychological state of postgraduate candidates in college to provide targeted psychological education and guidance, this article conducted a sampling questionnaire survey of 409 postgraduate candidates at Qufu Normal University using the Positive Emotion Scale, Depression Anxiety Stress Scale (DASS), General Self-Efficacy Scale (GSES), and Cognitive Flexibility Inventory (CFI) to analyze their psychological state and prediction of regression factors. The results showed following conclusions. 82.2% of graduate students scored well in positive emotions, 7.1% of students have experienced stress, 22.7% have experienced anxiety, and 16.6% have experienced depression. Psychological health indicators are significantly correlated with variables such as self-efficacy and cognitive flexibility. Male stress, self-efficacy, and cognitive selectivity scores are significantly higher than those of females. The regression equation constructed with four variables: gender, subject category, self-efficacy, and cognitive flexibility can significantly explain 32.5% of the variation in positive emotions, 18.5% of the variation in stress, 24.7% of the variation in anxiety, and 24.1% of the variation in depression. Self efficacy and cognitive flexibility significantly positively predict positive emotions, and significantly negatively predict stress, anxiety, and depression. It can be seen that the mental health level of college graduate students is relatively stable. It can be seen that the mental health level of postgraduate candidates in college is relatively stable, but they still show symptoms of stress, anxiety, and depression. Psychological states exhibit group specificity based on gender and disciplinary categories. Self-efficacy and cognitive flexibility are the main factors affecting the psychological state of postgraduate candidates in college. Based on this, it provides a relatively sufficient basis for promoting psychological health education for postgraduate candidates in college from four aspects: creating a positive public opinion environment to resolve the negative emotions, focusing on precise policy implementation to cultivate the psychological resilience, improving self-efficacy to strengthen the action control of graduate students, enhancing cognitive flexibility to improve the psychological adjustment ability.
文摘本研究探讨以大语言模型(large language models,LLMs)为代表的生成式人工智能在外语专业教学中的应用。研究以《大学思辨英语教程·精读》教学为例,考察生成式人工智能的普及应用对教学内容和教学模式产生的影响;研究还通过典型案例,展示LLMs在教学中的应用场景,探讨其潜在应用价值。研究认为,大语言模型作为教师和学生之外的智能实体参与外语教学,正潜在地改变着教育格局。外语教育需要与时俱进,建构多种智能技术支持的新型教育框架。
